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Introduction

The General Education (G.E.) program at Cal State Fullerton is the basis of a university education. It is the foundation upon which each and every major is built. The goal of the campus is to provide a well-rounded citizen, not only of the region and the nation, but the world as well. Thus, this broad-ranging curriculum has been carefully designed to ensure that every graduate is exposed to current thinking and scholarship that will provide a lifetime of appreciation of the liberal arts and sciences, as well as the ability to grow intellectually, ethically, morally and technologically.

All students who graduate from Cal State Fullerton must complete a minimum of 51 semester units of general education courses selected in accordance with the pattern designated on the following pages. General education courses must be selected from an approved list. Students should refer to the latest University online Class Schedule and Registration Guide for the most up-to-date list of approved general education courses. A student who has a break in enrollment for more than one semester in any calendar year may be held to new catalog requirements.

CSUF students may complete lower-division general education requirements at a community college. In choosing equivalent courses, students must follow the CSUF General Education plan and not the plan of the community college. Questions can be directed to the CSUF Academic Advisement Center, University Hall 123.

A score of 147 or higher on the English Placement Test (EPT), or completion of ENGL 99/ESE 99 (EPT test required) with a grade of “CR” or better, is a prerequisite for enrollment in ENGL 101 in G.E. Area A.2. Written Communication, for all students except those with an exemption.

A score of 50 or higher on the Entry Level Mathematics (ELM) Exam or passing MATH 40/ESM 40 or MATH 45/ESM 45, or MATH 30A/ESM 30A and MATH 30B, is a prerequisite for enrollment in courses in G.E. Area B.4., Mathematics, for all students except those with an exemption.

Titan Degree Audit

The Titan Degree Audit (TDA) serves as the official advising tool for both students and academic advisers. The report provides information on student progress toward the completion of general education, major and other degree requirements, and will follow the student’s progress from admission to graduation. Visit fullerton.edu/aac for instructions on accessing the TDA and the Titan Advising Network.

General Education Requirements

Unit Requirements

51 total units including:

Nine units upper division (300-level or 400-level courses) taken as a junior or senior

Nine units in residence at CSUF

Three units in cultural diversity (courses marked with a star *)

No more than nine units or three courses can come from a single department. Exception: any units or courses used to meet Area A, Core Competencies are not counted toward this limit.

Each course counts in only one G.E. Area, except those meeting Area Z, Cultural Diversity

Academic Standards

Letter grade required

“C-” (1.7) or better required in G.E. Areas A.1, A.2, A.3 and B.4. Thus, a grade of D+ (1.3) is not sufficient to fulfill these requirements

CR/NC allowed if it is the only grade option available

Courses in Your Major

Courses offered by the department of the student’s major may NOT be used to fulfill the unit requirements of Areas B, C, D, E or Z, with the exception of areas offering choices from only one department.

Courses that are cross-listed can meet G.E. requirements for all majors as long as the student does not register for the section that carries the same prefix as their declared major.

Upper-division courses offered by the department of the student’s major may not be used for G.E. credit.

Upper-division G.E. courses are not applicable for graduate degree credit, regardless of the student’s major or the department offering the course.

Transfer Students

There are two General Education-Breadth patterns that California community college students can complete.

CSU General Education-Breadth Program

This program is a lower-division, 39-semester-unit pattern. Students must take specified courses in five specific areas. Students with full certification are required to complete a minimum of 9 semester units of upper-division general education in residence after transferring to CSUF. Students may be instructed to take those 9 units in specific areas in order to complete G.E. areas.

Intersegmental General Education Transfer Curriculum (IGETC)

All lower-division Cal State Fullerton G.E. requirements may be satisfied by the completion in its entirety of this transfer curriculum at a California community college. Information about IGETC is available at each campus. Upper-division G.E. requirements for IGETC-certified transfers are nine units of upper-division coursework from Areas B.5, C.3, D.5, and E with the following conditions:

No more than six units from any one area

No more than six units from any one department

No units from the department of the student’s major

A minimum of three units of a “cultural diversity” (identified with a star *) course, if not met prior to transfer

The U.S. History, Constitution and American Ideals areas are required for graduation and must be completed if not met prior to transfer

Using their student portal, students can access their Titan Degree Audit to get a summary of their G.E. requirements

CSUF General Education Plans

Students who have final evaluations, worksheets or Titan Degree Audits for G.E. Categories I-V should refer to the following chart to find a corresponding list of General Education category requirements:

Students under earlier G.E. plans or who need help with the above chart should contact the Academic Advisement Center, University Hall 123, at 657-278-3606.

Certification Policy

Under provisions of Title 5 and Executive Order 1100, accredited colleges and universities may certify the completion of part of the 48-51 units required in general education. Within the policy of the Board of Trustees, Cal State Fullerton will accept such certification of general education up to a maximum of 39 semester units, but may accept no more in general education than the number of units required in each area.

Transfer students who are certified in any area with fewer than the required units will be subject to additional units and will be permitted to take the additional units in upper-division areas.

Associate Degrees for Transfer (AA-T/AS-T)

The Student Transfer Achievement Reform Act (SB 1440) establishes a transfer Associate of Arts (AA-T) or Associate of Science (AS-T) degree for California Community College students and is designed to provide a clear pathway to the CSU degree major. It allows students to complete an associate’s degree while satisfying lower division general education and major requirements for transfer at the same time.

It is important that students contact their local community college for information on meeting the requirements for a transfer Associate of Arts (AA-T) or Associate of Science (AS-T) degree. Students who have completed an approved Associate Transfer Degree (AA-T or AS-T) program deemed ‘similar’ to their Cal State Fullerton major are eligible to graduate in 60 units. The exact pathway to complete the specific major will depend on the specific AA/AS curriculum. The 60-unit graduation option will obviously not be possible if the student changes majors or elects to add any additional degree objective, such as a second major or minor. It is highly recommended students have a consultation with their department academic adviser or visit the Academic Advisement office.

Lower-Division Transfer Patterns by Major

Lower-Division Transfer Patterns (LDTP) present potential transfer students with a set of “road maps” to follow that will ensure appropriate academic preparation for studies at CSU and decrease time to graduation once these students enter the CSU. The LDTP for each discipline or major has statewide as well as campus-specific components. The statewide component of the LDTP is appropriate for any CSU campus that offers the major and is comprised of general education coursework as well as some courses within the discipline. The campus-specific component identifies discipline-related coursework relevant to the major at the specific CSU campus where the student intends to transfer. Together these components for an LDTP will typically total at least 60 units, which is the number of units needed to transfer to CSUF as an upper-division student.

The Objectives of General Education

General education is central to a university education, and should enhance students’ awareness of themselves in a complex universe, drawing upon multiple points of view. As a result of general education experience, students should acquire knowledge of diverse disciplinary and cultural perspectives and skill in comparing, contrasting, applying, and communicating effectively these perspectives in tasks considered appropriate to particular courses.

The General Education program at California State University, Fullerton, is divided into six major Areas: A. Core Competencies, B. Scientific Inquiry and Quantitative Reasoning, C. Arts and Humanities, D. Social Sciences, E. Lifelong Learning and Self-Development, and Z. Cultural Diversity.

The learning objectives specified in this document will not be used in the assessment of the General Education Student Learning Goals and Outcomes. Instead they are intended to guide faculty in the preparation of new courses for submission to the General Education program. They also will be used by the General Education committee both in evaluating courses for initial inclusion in the General Education curriculum and when courses are submitted for recertification. The objectives of Area A, Core Competencies, are essential to the entire program of general education. General Education courses shall include student writing assignments appropriate to the course, and, when compatible with the learning objectives for a course, appropriate instruction in information competency. Writing assignments in General Education courses shall involve the organization and expression of complex data or ideas and careful and timely evaluations of writing so that deficiencies are identified and suggestions for improvement and/or for means of remediation are offered. Evaluations of the student’s writing competence shall be used in determining the final course grade. Courses incorporating information competency shall provide opportunities for students to find, evaluate, select, synthesize, organize, cite, and present information and arguments clearly and effectively for a variety of purposes and audiences.

No single course should necessarily be expected to pursue every objective specified for that course’s Area or subarea, although each course should meet the preponderance of the learning objectives within that Area or subarea, thus satisfying the spirit and intention of the learning objectives (i.e., the more objectives that a particular course addresses the more appropriate that course will be as a general education offering.)

Course syllabi for courses that meet General Education requirements shall include the following:

a. A statement of the specific General Education requirement(s) that the course meets.

b. An inclusion of the learning objectives for the General Education Area or subarea in which the course carries credit.

c. Courses in Oral Communication (A.1) Written Communication (A.2), Critical Thinking (A.3) and Mathematics/Quantitative Reasoning (B.4) shall include a statement that “A grade of “C-” (1.7) or better is required to meet this General Education requirement. A grade of “D+” (1.3) or below will not satisfy this General Education requirement.”

d. An indication of the way in which the General Education writing requirement shall be met and assessed.

A. Core Competencies

The Core Competencies include Oral Communication, Written Communication, and Critical Thinking.

Overall Objectives

Students taking courses in Area A shall

Organize one’s thoughts and communicate them clearly and effectively, using language that demonstrates sensitivity to gender and cultural differences.

Find, evaluate, select, synthesize, organize, cite and present information and arguments clearly and effectively for a variety of purposes and audiences.

Recognize and evaluate the features, functions, and contexts of language that express and influence meaning.

Compare and contrast with care and accuracy the relative merits of alternative or opposing arguments, interpretations, assumptions, and cultural values.

Reflect in an open-minded manner on one’s own thinking in relation to the ideas of others.

A.1 Oral Communication

Courses in subarea A1 must be taught in English. Students taking courses in subarea A1 shall

c. Develop the skills to distinguish propositions and statements of fact from issues of judgment or opinion.

d. Develop skills to advocate for ideas.

e. Develop skills to reach well-supported factual and judgmental conclusions and the skills to successfully advocate for these conclusions.

f. Evaluate, critique, and analyze the quality and sufficiency of evidence and other forms of support for a position, including recognition of underlying lines of argument.

B. Scientific Inquiry and Quantitative Reasoning

Scientific Inquiry and Quantitative Reasoning includes Physical Science, Life Science, Laboratory Experience, Mathematics/Quantitative Reasoning, and Implications and Explorations in Mathematics and the Natural Sciences.

a. Understand the nature of scientific inquiry and the unique way that the natural sciences and mathematics describe the universe.

b. Evaluate the validity and limitations of theories and scientific claims in interpreting experimental results.

c. Understand the dynamic and evolving nature of the sciences.

d. Recognize the importance of scientific paradigms and methods in understanding scientific concepts.

e. Use quantitative techniques and scientific reasoning to investigate problems and phenomena in the natural universe.

f. Understand the potential limits of scientific endeavors and the value systems and ethics associated with human inquiry.

g. Understand different types of uncertainty and its impact on scientific methodology and reasoning.

h. Analyze and manipulate graphical representations of data.

i. Formulate and evaluate hypotheses using quantitative techniques.

j. Use statistical techniques to evaluate uncertainty in experimental data.

B.1 Physical Science

Students taking courses in subarea B.1 shall explore the core objectives described above through in-depth exploration of the physical universe. Students taking courses in subarea B1 shall obtain a foundational understanding of either the nature of matter and energy, or Earth as a planet and its relation to the universe.

Students taking courses focusing on the nature of matter and energy shall

a. Understand that energy exists in many forms, and that in any process, energy changes form and/or place, but the total amount of energy remains the same.

b. Recognize that objects interact with one another by exerting forces, and that unbalanced forces acting on an object cause change in the motion of the object.

c. Understand that all matter has observable properties that depend on the conditions and scale at which we look. Investigations of matter at the atomic and subatomic levels explain the properties, reactions, and interactions of matter. Students taking courses focusing on the Earth as a planet and its relation to the universe shall

d. Apply basic principles of the physical and life sciences to understand earth and astronomical systems.

e. Understand that earth materials and structures are organized in interacting systems and that the Earth itself is part of a planetary system.

f. Understand that the Earth changes continuously, and is part of a universe that itself is changing.

g. Recognize that energy and matter flow and cycle through earth and astronomical systems, of which human society is an integral part.

h. Understand that changes within an earth or astronomical system may affect other earth or astronomical systems. Humans are part of and may affect or be affected by these systems.

i. Understand that earth and astronomical systems have interacted and evolved over billions of years encompassing the lifetime of planet Earth, the solar system, and the universe.

B.2 Life Science

Students taking courses in subarea B.2 shall explore the foundations of the Life Sciences through in-depth exploration of living systems. Students taking courses in subarea B.2 shall

a. Understand that living things are made of smaller structures whose functions enable organisms to survive.

b. Understand that living things depend on each other and the physical environment as they interact to obtain, change, and exchange matter and energy.

c. Understand that the great diversity of living things, ranging from single-celled organisms to complex, multi-celled organisms including microbes, plants, and animals, is the result of billions of years of evolution through the mechanisms of heredity, mutation, and natural selection.

c. Relate mathematics and/or science to significant social problems or to other related disciplines.

d. When deemed appropriate, apply disciplinary concepts from mathematics and the natural sciences in a variety of settings, such as community-based learning sites and activities.

C. Arts and Humanities

Arts and Humanities include Introduction to the Arts, Introduction to Explorations in the Arts and Humanities, and Origins of World Civilizations.

Overall Learning Objectives

After completing course requirements in Area C, students shall

a. Cultivate their intellect, imagination, sensibility, and sensitivity through the study of the arts and humanities.

b. Understand and explicate major concepts, themes, and imagery found in the arts and humanities and recognize aesthetic qualities and processes that characterize works of the human intellect and imagination.

c. Understand how significant works in the arts and humanities respond to and address enduring problems of human existence.

d. Appreciate the interdisciplinary nature of the arts and humanities, including disciplines both within and outside the arts and humanities.

C.1 Introduction to the Arts

Students taking courses in subarea C1 shall

a. Understand and appreciate the visual and performing arts.

b. Become cognizant of the various aesthetic and non-aesthetic values that have contributed to the development of civilization.

c. Recognize and analyze the social, historical, and cultural significance of great works of human imagination, including those in the culturally diverse contemporary world.

d. Cultivate, both emotionally and intellectually, an understanding of the interrelationship between the self and the creative arts through the study of the arts or through experiencing the arts, including for example, attending dance recitals, concerts, and plays, and visiting art sites such as museums.

Although courses in subarea C1 may include creative activities on part of the student, these courses may not exclusively emphasize skills development and must contain a substantial cultural component.

C.2 Introduction to the Humanities

Students taking courses in subarea C2 shall

a. Cultivate their intellectual reasoning skills, expand their capacity for creative imagination, develop their reasonable moral sensibilities, and increase their capacity for sensitive engagement through studying great works of human imagination and reason (which are to be primarily-although not exclusively-written texts and literature).

b. Understand how the humanities have contributed to the development of culture, including the comparative study of the humanities in diverse cultures.

c. Understand how the humanities have sought to provide answers to complex problems facing humanity, including the relationship of the self to culture and the natural world, the nature of moral and legal obligations, and the meaning and purpose of human existence.

Classes may be conducted in languages other than English if they meet the above objectives. Such courses must contain a substantial cultural component (e.g., literature, among other content) and shall not focus solely on the acquisition of language skills.

C.3 Explorations in the Arts or Humanities

Courses in this subarea shall draw upon, integrate, apply, and extend knowledge and skills previously acquired in subareas C.1 and/or C.2. Although courses approved for C.3 will typically meet either the objectives for Explorations in the Arts or Explorations in the Humanities, some interdisciplinary courses may draw upon the learning objectives from both areas. Completion of appropriate courses in subarea C.1 and/or C.2 shall be required as a prerequisite for all courses in C.3. The learning objectives for subarea C.3 include the learning objectives for subareas C.1 and/or C.2.

All courses in subarea C.3 must contain a substantial cultural component. Courses in subarea C.3 may include creative activities on the part of the student provided they do not emphasize skills development exclusively. Classes may be conducted in languages other than English provided they do not focus solely on the acquisition of language skills. In addition to the learning objectives of C.1 and/or C.2, students taking courses that are Explorations in the Arts shall

a. Gain visual and performance literacy through the scholarly observation of culturally and historically significant art with an emphasis on the endeavor of the artist/creator.

b. Cultivate an understanding of a work of art that embodies an objective as well as subjective response to the aesthetic experience, defend an informed opinion, and communicate their view to others.

c. Relate the arts to significant social problems.

d. Understand the broad, unifying themes in the arts from a wide array of perspectives.

e. Deepen previously acquired artistic appreciation and understanding through participation either in making or performing of art forms or through the experience of such a process by direct observation.

In addition to the Learning Objectives of C.1 and/or C.2, students taking courses that are Explorations in the Humanities shall

g. Understand the relevance of the humanities for the thoughtful consideration of complex contemporary problems.

h. Appreciate the complex relationship and interaction between the humanities and other fields of learning, including the natural sciences, social sciences, and arts.

C.4 Origins of World Civilizations

Students taking courses in subarea C4 shall

a. Acquire a holistic understanding of the origins and historical development of world civilizations to 1500, including the contributions of religion, language, philosophy, material and non-material culture and their interaction with the environment.

b. Describe and critically analyze the reciprocal influence of institutions, values, and ideas upon each other within and between various cultures.

c. Understand and describe critically major political, economic, intellectual and cultural themes that recur throughout history.

d. Critically engage with source material, including these from the canon of world literature, art, and archaeology.

D. Social Sciences

Social Sciences include Introduction to the Social Sciences, World Civilizations and Cultures, American History, Institutions, and Values, American Government, and Explorations in Social Sciences.

Overall Learning Objectives
After completing course requirements in Area D students shall:

a. Understand the ways that social, political, and economic institutions and human behavior are interconnected.

b. Understand problems and issues from respective disciplinary perspectives and examine issues in their contemporary as well as historical settings and in a variety of cultural contexts.

d. Understand the ways cultures construct social differences, such as those based on ethnicity, gender, race, class, and sexual orientation, and their effects on the individual and society.

D.1 Introduction to the Social Sciences

Students completing courses in subarea D.1 shall

a. Understand the purpose of the social sciences and the distinguishing features of the social sciences.

b. Understand and explain major social science concepts, methods, and theories and apply them to concrete problems of contemporary society.

c. Reflect on what it means to be a social, historical, cultural, psychological, and political being.

d. Reflect on their own social, cultural, and political experiences in light of social science concepts, methods, and theories.

e. Understand the integrated nature of social, political, and economic behaviors and institutions in different geographical and historical contexts.

f. Understand processes of social, political, and cultural change and differentiation in a variety of cultural contexts.

D.2 World Civilizations and Cultures

Students completing courses in subarea D.2 shall

a. Understand the forces that shaped the modern world from 1500 and the emerging factors that contribute to a multipolar world order.

b. Understand the recurring themes in the development of diverse cultures and societies since 1500, including the socio-economic, political, cultural, and environmental impacts of colonialism, industrialism, nationalism, and globalization.

c. Recognize and understand the encounter, interaction, clash, and accommodation of various political, religious, ethnic, and gender groups and their contributions to past and present societies.

a. Recognize the significance of cultural, intellectual, ethical, economic, and political struggles that have shaped American society over time.

b. Understand critically the historical development of American institutions and values and their impact on the individual and collective lives of Americans.

c. Recognize the significance of the interaction of ethnic and other social groups to the historical development of American society, institutions, and values within contexts of accommodation and resistance.

d. Understand critically how government under the Constitution of the United States has shaped American society.

e. Critically situate changes in American society within the context of global events.

a. Assess critically how the Constitution of the United States and government under the Constitution have shaped American democracy and contemporary American society.

b. Understand critically the political culture of citizen participation, including political parties, pressure groups, public opinion, and the electoral process.

c. Assess critically the Constitutions of the United States and of California, and the operation of representative democratic government under those Constitutions.

d. Explain the processes and interaction between and among local, state, and national governments, with particular reference to California.

e. Understand critically the structures, functions, and processes of the three branches of government and resulting public policies.

f. Assess critically behavioral and institutional practices in United States and California politics.

D.5 Explorations in Social Sciences

Because courses in subarea D.5 build upon the learning objectives in D.1, completion of subarea D.1 shall be required as a prerequisite for all courses in D.5. In addition, students completing courses in subarea D.5 shall

a. Examine problems, issues, and themes in the social sciences in greater depth; in a variety of cultural, historical, and geographical contexts; and from different disciplinary and interdisciplinary perspectives.

b. Analyze and critically evaluate the application of social science concepts and theories to particular historical, contemporary, and future problems or themes, such as economic and environmental sustainability, globalization, poverty, and social justice.

c. Analyze and critically evaluate constructs of cultural differentiation, including ethnicity, gender, race, class, and sexual orientation, and their effects on the individual and society.

d. Apply theories and concepts from the social sciences to address historical, contemporary and future problems confronting communities at different geographical scales, from local to global.

E. Lifelong Learning and Self-Development

Courses in Lifelong Learning and Self-Development provide the opportunity to equip learners for lifelong understanding and development of themselves as integrated physiological, social, and psychological beings.

To accomplish this goal, students would:

1. Further their own critical self-understanding and acquire the knowledge, skills, and attitudes necessary to engage and reflect in learning and self-development practices.

2. Develop strategies to be integrated physiological, socio-cultural, and psychological beings to promote a holistic awareness of lifelong learning throughout their lives.

4. Develop themselves as responsible citizens, employees and employers, family members and members of the global society.

Examples of relevant topics in Area E include, but are not limited to:

Human behavior

Sexuality

Nutrition

Physical and mental health

Stress management

Financial literacy

Social and political relationships

Environmental sustainability

Implications of death and dying

Media literacy

Z. Cultural Diversity

Courses that satisfy the Cultural Diversity requirement must include all of the following learning objectives and in addition be approved GE courses in subareas C.3 (Explorations in the Arts and Humanities), D.5 (Explorations in the Social Sciences), or Area E (Lifelong Learning and Self-Development). Students completing courses in Area Z shall

a. Demonstrate an understanding of the ways in which culture, difference, and otherness are socially constructed and fundamental to social interaction in an inter-connected world.

b. Demonstrate reflection and appreciation of the complex relationships that various factors such as gender, ethnicity, race, sexual orientation, religion, class, and exceptionality bring to a discussion of society and culture.

c. Demonstrate a critical understanding of how power, privilege, and oppression play out across a range of cultures, human experiences, and intersecting social locations and historical experiences, including but not limited to one’s own experiences.

d. Recognize how one’s own cultural histories and practices mediate one’s own sense of self and relationships to others.

e. Describe and understand how to enact ethical and transformative frameworks and modes of exchange and communication that promote rights, social justice, equity, and inclusiveness.

Courses in General Education that meet these learning objectives will be identified by an astrec (*) in appropriate publications or websites.